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What is hybrid or blended instruction? So many definitions, so little time… Face-to-FaceFully Online Hybrid

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The Sloan-C Definition  What is the Sloan Consortium’s definition?Sloan Consortium  “hybrid learning courses combine online and classroom learning activities and resources in an optimal way to improve student learning outcomes and to address important institutional issues.”  Classroom attendance (“seat time”) is reduced.

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Technology-Mediated Course Definitions Content Delivered Online Type of Course Typical Description 0% Traditional Course with no online technology used — content is delivered in writing or verbally. 1 to 29% Web Facilitated Course that uses web-based technology to facilitate what is essentially a face-to-face course. Uses a course management system (CMS) or web pages to post course materials. 30 to 79% Blended/Hybrid Course that blends online and face-to-face delivery. Substantial portion of the content is delivered online, typically involves online interaction, and typically has some face-to-face meetings. 80+% Online A course where most or all of the content is delivered online. Typically has no face-to-face meetings.

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More on definitions…  Breakdown is not as important as establishing a defined and consistent model  Hybrid instruction as an optimized pedagogical approach, rather than an arbitrary time division between online and F2F

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University of Central Florida Student Data  75-80% of students who enroll in fully online courses are also enrolled in face-to-face courses  Roughly half of students who take fully online courses work full-time  Learning style doesn't appear to be a predictor of who withdraws from Web courses  Those who choose fully online courses are not necessarily independent learners, but students who succeed in all modalities  80-90% of students who enroll in Web-enhanced courses have computers at home  Most reported withdrawal reasons  Technology issues  Underestimation of the amount of work required for course completion  Personal conflicts Source: http://pegasus.cc.ucf.edu/~rite/index.htmlhttp://pegasus.cc.ucf.edu/~rite/index.html

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University of Central Florida Faculty Data  87% of UCF faculty surveyed indicated they have changed their approach to teaching as a result of their online teaching experience  Responding more to student needs  Changing their course development and delivery  Incorporating technology into teaching  Modifying their time management  Utilizing an increased amount of resources in their courses  Advice for faculty considering teaching a Web-enhanced course  Preparation was crucial to success  Stressed the importance of faculty getting support and knowing technology  Be prepared to spend more time on their Web-enhanced courses Source: http://pegasus.cc.ucf.edu/~rite/index.htmlhttp://pegasus.cc.ucf.edu/~rite/index.html

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Faculty report that students…  Wrote better papers  Performed better on exams  Produced higher quality projects  Able to master and apply concepts  Develop higher-order skills of critical thinking, problem-solving, and the ability to apply theoretical models to real-world data  Were capable of more meaningful discussions on course material  Course management systems have increased their pedagogic efficiency because of their ability to organize the course  All discussion threads, course documents, announcements, and grades are easy to find and reference  It's easier to document online group work and participation for purposes of assessment Source: http://pegasus.cc.ucf.edu/~rite/index.htmlhttp://pegasus.cc.ucf.edu/~rite/index.html

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Motivation…  A safe way to explore online learning  A way to meet Net Gen student expectations and infuse technology  Increases in work and costs at the beginning, but produce savings and improved student engagement and achievement  Variable/flexible online time and technology use

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Student Engagement  Increased communication: online and face-to- face  Potential to increase and extend instructor- student and student-student connectivity  Discussions started in class may be continued online  Integration of out-of- and in-class activities allows more effective use of traditional class time

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Students are most successful when they have the following characteristics:  Informed self selection  Responsibility for their own learning  An access plan for taking the course  Know how they learn (metacognition)  Have necessary technical skills  Know how to build a support system  Respond favorably to technological uncertainties

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New skills: Rethinking course design To develop a successful hybrid instructors must  Re-examine course goals and objectives,  Design online learning activities to meet these goals and objectives,  Effectively integrate the online activities with the face-to face meetings, and  Make transition from lectures and presentations to a more student- centered active learning environment

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New skills: Rethinking course design  Facilitating online discussions and small group activities  Developing new forms of student assessment  Scheduling and communication challenges as courses meet online and face-to-face  Work overload for faculty and students  Students need to understand their active role in the learning environment

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Redesign Work  Defining the blend (as an institution and as an instructor)  Rethinking how to use class time  Rethinking how to facilitate online interaction  Learning more about technology  Budgeting time and starting redesign  Experiencing being a hybrid student is extremely valuable

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Redesign Process Overview  New course or existing course (online or face-to- face)  Break the course down into discrete, specific learning objectives  Ask: which objectives are best met online?  Ask: which objectives are best met face-to-face?  Strategies: how will you integrate the online portion with the face-to-face portion?  Strategies: what is the relationship between the face-to-face and the online component (reinforce, new, application)?  Strategies: how will you make students accountable for the online portion?

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Course technology: Enriching Instruction and Fostering Learner Interactivity  The tools and media support the learning objectives of the course and are integrated with texts and lesson assignments.  The tools and media enhance student interactivity and guide the student to become a more active learner.  Technologies required for this course are either provided or easily downloadable.  The tools and media are compatible with existing standards of delivery modes.  Instructions on how to access resources at a distance are sufficient and easy to understand.  Course technologies take advantage of existing economies and efficiencies of delivery.

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The Hybrid and Technology  Skills of the learner  Instructor expertise required  Both what faculty and learner will be expected to do with technology  Pedagogical objectives of the technology  Don’t OD on IT  Quality assurance

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Student crisis points Pre-semester  Learners may be eager, nervous, or ambivalent.  Access to course management systems and helpdesk or other resources.  Instructors may be eager, nervous, or anxious.  Instructors may be teaching in a new course delivery mode for the first time and be planning some spontaneous course design or revision in lieu of advance planning. First Day  Instructors may spend significantly more time overcoming technological housekeeping and start-up work than anticipated.  Learners may feel overwhelmed or confused by the technology requirements or expectations of the course, of which they were unaware at the time they enrolled.  Learners may be unaware of the time demands of an online course.

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Student crisis points First Week  Learners may be adding and dropping courses.  Instructors get to know the learners and respond to first activities/assignments.  Instructors become aware of who is not accessing course materials, but may be unable to reach those learners.  Designers and staff members attend to problems as reported. First Five Weeks  Learners may require and ask for extra support as they become used to online assignments, feedback, and communication.  Instructors may be overwhelmed with student communication, are gradually adjusting to flow of online courses, and beginning to anticipate what will work and what needs work in course design. May request or implement course revisions mid- stream.

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Student crisis points Second Five Weeks  Instructors may have added or compressed coursework to compensate for earlier delays in the course.  Learners may be overwhelmed, withdrawn from course activities, missing assignments.  Instructors may begin to fatigue of online ‘presence.’ End of Semester  Learners turn in final work, request final information and feedback from instructor.  Instructor grades final work, calculates final grade, and notes changes for course design.  Designers and staff members review collected data, meet with instructor to determine areas in need of improvement.

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Potential pitfalls  Fundamental change in teaching and learning  Not just about the “delivery”  Time to redesign  Over-reliance on technology  “Course and a half” syndrome  Training and support

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Copyright and Hybrid Instruction  A “fair use” is copying any protected material (texts, sounds, images, etc.) for a limited and “transformative” purpose, like criticizing, commenting, parodying, news reporting, teaching the copyrighted work.  Stanford Fair Use Overview Stanford Fair Use Overview  4 factors considered in fair use cases:  purpose and character of your use;  nature of the copyrighted work;  amount and substantiality of the portion taken; and  effect of the use upon the potential market.

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Essential Standards that Relate to Alignment  A statement introduces the student to the course and the structure of the student learning  Navigational instructions make the organization of the course easy to understand.  Learning activities foster interaction:  instructor-student  content-student  student-student (if appropriate)  Clear standards are set for instructor response and availability

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Other Essential Standards  Assessment strategies should provide feedback to the student  Grading policy should be transparent and easy for the student to understand  Implemented tools & media should support learning objectives and integrate with texts and lesson assignments  The course acknowledges the importance of ADA compliance

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Contact Information Veronica M. Diaz, PhD drvdiaz@gmail.com Copyright Veronica Diaz, 2009. This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the author. To disseminate otherwise or to republish requires written permission from the author.

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